The Nature and Predictors of Elementary Teachers' Mathematical Knowledge for Teaching.

By H. Hill. 2010

203 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c2144cc6f65bbab88a3aee714670fe1a4605d935

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Citations in the corpus

Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning (2017, methodology): “…knowledge of fractions pretest value, lesson study experience, and possession of a mathematics degree or credential (Akiba, Chiu, Zhuang, & Mueller, 2008; Bloom, Richburg-Hayes, & Black, 2007; Desimone, Smith, & Ueno, 2006; Hill, 2010; Smith & Desimone, 2003; U.S. Department of Education, 2009).”
Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers (2021, result): “This finding is in line with the findings of prior studies showing that mathematical knowledge for teaching is associated with years of teaching experience (Hill, 2010).”
Attending to General and Mathematics-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments (2017, background): “We did so given theory (Hill, 2010; Hill, Kapitula, & Umland, 2011; Pianta & Hamre, 2009) and empirical findings (Hill et al.”
Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning (2019, background): “2018; Hill 2007, 2010).”
Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform (2017, background): “…has suggested that substantially engaging in ambitious reform requires teachers to develop stronger mathematical knowledge for teaching (e.g., Hill, 2010), more sophisticated visions of high-quality mathematics instruction (Munter, 2014; Wilhelm, 2014), and particular forms of instructional…”
Teaching and Learning About Whole Numbers in Primary School (2016, background): “…about content knowledge and pedagogical content knowledge, some researchers have found that these two are clearly related (e.g., Baumert et al. 2010; Hill 2010), particularly when the measures used focus on the same topic—for example, knowledge of operations with fractions and knowledge of ways of…”